Strengthening High School Teaching and Learning in New Hampshire's Competency-Based System

For a century, most students have advanced from grade to grade based on the number of days they spend in class, but in New Hampshire, schools have moved away from "seat time" and toward "competency-based learning," which advances students when they have mastered course content. This report profiles how two high schools in New Hampshire made this shift and examines the changes that were necessary to make competency-based advancement an important part of New Hampshire's strategy for implementing the Common Core State Standards and ensuring that students graduate ready for college and a career

Investing in Boys and Young Men of Color: The Promise of Opportunity

This issue brief presents findings from a scan of issues facing boys and men of color in education, health, and pathways to employment. Drawing on discussions, surveys, and interviews with experts and practitioners, the paper identifies 8 pressing concerns and gives accompanying recommendations. Areas that emerge as having great potential for impact are: reforming harsh school discipline, early interventions for dropout prevention, trauma-based mental health interventions, and career training programs

Community College Online

In this report we find that the majority of Americans enrolling in higher education today do not match the mainstream image of recent high school graduates leaving home for the first time to settle into dorm life at a residential university campus. In 2012, only 12 percent of college students lived on campus. In fact, over four in ten college students in this country attend community colleges. In the fall of 2012, the public two-year sector enrolled 6.8 million undergraduates at over 1,000 institutions nationwide, more than any other higher education sector.This report indicates that often overlooked in conversations about college that tend to focus on elite, residential, four-year schools, community colleges occupy a critical space in higher education. Community college students not only make up a greater proportion of the college-going population than typically recognized, but they differ markedly in their demographic composition compared to the public four-year and private nonprofit sectors of higher education. Community college students are more likely to be older, commute to school, and care for dependents. They are also much more likely to attend part time and need remediation. In terms of racial and socioeconomic demographics, community college students are more diverse and lower-income than their four-year counterparts

Hire Education: Mastery, Modularization and the Workforce Revolution

This new research identifies online competency-based learning as the solution to shifting demands for specialized workforce skills and the front runner for disrupting higher education

Investing, Improving, and Measuring Workplace Skills

Despite evidence that workplace literacy programs can be effective at improving the lives of workers and the bottom line of businesses, the lack of a dedicated funding source is likely to diminish the number and/or capacity of these programs significantly. Still, the growing skills gap facing the nation creates an ongoing imperative that the Congress and the federal government continue to fund strategies that are aimed specifically at upgrading the literacy and technical skills of the workforce. This paper describes some of the economic and demographic factors that impact program strategies; draws on recent research on promising programmatic and system strategies for concurrently addressing the needs of workers and businesses; and concludes with a set of recommendations for policymakers to consider that, if implemented, would support these strategies

Blending Learning: The Evolution of Online and Face-to-Face Education from 20082015

In 2008, iNACOL produced a series of papers documenting promising practices identified throughout the field of K–12 online learning. Since then, we have witnessed a tremendous acceleration of transformative policy and practice driving personalized learning in the K–12 education space. State, district, school, and classroom leaders recognize that the ultimate potential for blended and online learning lies in the opportunity to transform the education system and enable higher levels of learning through competency-based approaches.iNACOL's core work adds significant value to the field by providing a powerful practitioner voice in policy advocacy, communications, and in the creation of resources and best practices to enable transformational change in K–12 education.We worked with leaders throughout the field to update these resources for a new generation of pioneers working towards the creation of student-centered learning environments.This refreshed series, Promising Practices in Blended and Online Learning, explores some of the approaches developed by practitioners and policymakers in response to key issues in K–12 education, including:Blended Learning: The Evolution of Online and Face-to-Face Education from 2008-2015;Using Blended and Online Learning for Credit Recovery and At-Risk Students;Oversight and Management of Blended and Online Programs: Ensuring Quality and Accountability; andFunding and Legislation for Blended and Online Education.Personalized learning environments provide the very best educational opportunities and personalized pathways for all students, with highly qualified teachers delivering world-class instruction using innovative digital resources and content. Through this series of white papers, we are pleased to share the promising practices in K–12 blended, online, and competency education transforming teaching and learning today

Information Outlook, October 2003

Volume 7, Issue 10https://scholarworks.sjsu.edu/sla_io_2003/1009/thumbnail.jp

Issue Brief: Focus on Education

This brief focuses on education of boys and young men of color and was prepared for the, "Investing in Boys and Young Men of Color: The Promise and Opportunity," briefing held on June 11, 2014 in Washington, DC. The brief includes data providing the national context, promising program models, and strategies for moving forward

Industrial Support in Vocational Education and Training Development to Achieve Quality Assurance of Indonesian Professional Labor Force

High quality of labor force can be formed through quality assurance of the education vocational and training system. Vocational education and training can help individuals to generate income and contribute towards economic growth and social development of a country by acquiring knowledge and skills. Trend analysis is needed and very important to face globalization competitiveness of labor force in order to become ready to fulfill demand driven in workplace. Government Policy and Planning Development will be created based on the result of trend analysis to sustain vocational and technology education development in Quality Assurance Industry Based. Vocational education and training to effectively support industrialization, economic growth, wealth creation and poverty eradication, skills training must be of high quality and competency-based. Vocational education and training development is needed in the preparation professional labor force in the field of engineering for national development purposes to fulfill demand driven. Technical and vocational education and training (TVET) has emerged as one of the most effective human resource development strategies that Indonesia country need to embrace in order to train and modernize their technical workforce for rapid industrialization and national development. The impact of globalization on technical and vocational education in Indonesia and how skills training in developing countries can benefit from a globalizing economy. Technical and vocational education play a vital role to effectively support industrialization, economic growth, skills training must be of high quality and competency-based. Consequently, cooperation among industrial, Government Institutions, Chamber of Commerce and Industry should be managed by a clear government policy to prepare professional labor force to fulfill demand driven correspond with national development purposes